Yukihiro Hama1, Shoichi Kusano. 1. Department of Radiology, National Defense Medical College, 3-2 Namiki, Tokorozawa, Saitama, 359-0042, Japan.
Abstract
OBJECTIVES: To assess the students' perceptions and evaluations of radiology lectures and to determine the factors correlating with performance on examinations. METHODS: Sixty-three nursing students were asked to submit their opinions regarding the lecture at the end of each lecture, and they were asked to evaluate the lectures as a whole at the end of the course. Relationships between each of the survey items (student curiosity, overall understanding, usefulness of the lecture, difficulty level, incentive to study, and total number of opinions regarding the lecture) and the final examination score were examined with Spearman correlation analysis. RESULTS: Statistically significant positive correlations were found between student curiosity and the final examination score (n = 62, rs = 0.281, p < 0.028) and between the total number of opinions and the final examination score (n = 63, rs = 0.273, p < 0.032). However, the other variables did not reach statistical significance. CONCLUSIONS: Our results suggest that lectures enhancing student curiosity and eliciting feedback from students may be related to high performance on examinations.
OBJECTIVES: To assess the students' perceptions and evaluations of radiology lectures and to determine the factors correlating with performance on examinations. METHODS: Sixty-three nursing students were asked to submit their opinions regarding the lecture at the end of each lecture, and they were asked to evaluate the lectures as a whole at the end of the course. Relationships between each of the survey items (student curiosity, overall understanding, usefulness of the lecture, difficulty level, incentive to study, and total number of opinions regarding the lecture) and the final examination score were examined with Spearman correlation analysis. RESULTS: Statistically significant positive correlations were found between student curiosity and the final examination score (n = 62, rs = 0.281, p < 0.028) and between the total number of opinions and the final examination score (n = 63, rs = 0.273, p < 0.032). However, the other variables did not reach statistical significance. CONCLUSIONS: Our results suggest that lectures enhancing student curiosity and eliciting feedback from students may be related to high performance on examinations.